English Learners in Middle School Multilingual Multicultural - PowerPoint PPT Presentation

English Learners in Middle School Multilingual Multicultural Education Department Ivette Munoz Secondary English Learner Instruction Specialist

Welcome Please introduce yourself Name Work location Position

1. English Learners (ELs) are held to the same high expectations of learning Adapted from George Washington University established for all students. 2. ELs develop full receptive and productive proficiencies in English in the domains of listening, speaking, reading & writing . 3. ELs are taught challenging academic content that enables them to meet performance standards in all content areas. 4. ELs receive instruction that builds on their previous education and cognitive abilities and that reflects their language proficiency levels . 5. ELs are evaluated with appropriate and valid assessments that are aligned to state and local standards and that take into account the language development stages & cultural backgrounds of the students . 6. The academic success of ELs is a responsibility shared by all educators, the family and the community. Source: English Learner Master Plan, p. 2-3

Middle School Student Brain All students experience changes in middle school • Engage in strong, intense interests, often short lived • Prefer interactions with peers • Prefer active to passive learning

2015-16 MS Language Classifications • Reclassified Fluent English Proficient (RFEP) - 37% • English Learners represent almost 16% of all MS students. • Limited English Proficient (LEP) – 4% • Long Term English Learners (LTEL) - 12% Former and Current English Learners – 53% of all MS students

Middle School English Learner

English Learner Needs • Language • Different than an EO student. • Considerations: • US schooling years • Literacy in first language • Academic language is demonstrated with reading and writing. This is different than social language shown through listening and speaking skills. • Social/Emotional • Newcomers • Long Term English Learners (LTELs) • Content • Various disciplines (Math, Science, Social Studies, ELA) • English Language Development

NEW STATE ST NEW ST TE STANDARDS P ANDARDS PARADIGM ARADIGM : LANGUAGE IS CENTRAL TO ALL ACADEMIC AREAS • Instructional Discourse MA MATH TH • Expressing and Understanding Discourse SCIENCE/ SCIENCE/ ENGLISH ENGLISH HISTOR HISTORY/ Y/ LANGUAGE LANGUAGE * LANGUAGE SOCIAL SOCIAL ARTS AR TS STUDIES STUDIES ARTS AR TS

ELA/ELD Framework Integrated ELD Designated ELD • When? Period by period • When? Protected time – 1 period throughout the school day • What? ELD Standards – Implementation Year! • What? Content classes • How Taught? High Impact Practices: • Content standard in • Using Complex Text (Interpretive) conjunction with ELD • Fortifying Complex Output (Productive) Standard • Fostering Academic Interactions (Collaborative) • How Taught? • How Structured? School years & other factors • Differentiation ELD 1, 2, 3, 4 – Curriculum: High Point • Scaffolding LTEL Classes - Curriculum + Framework • How Structured? • Advanced ELD: Reader/Writer Handbook • Sheltered • Literacy & Language: English 3D • Newcomer

Formula Why? What? How? • Student needs • ELD Standards • Engagement • Real world • Data • Academic connections • CELDT language • Interaction • SRI • Word • DIBELS • Resiliency • Sentence • Spelling • Message Inventory • Oral practice • Running • LTEL Framework • Constructive Records Conversations (in LTEL classes) • LAS Links • Small group • Curriculum • Class instruction – assessments foundational skills • Literacy

LTEL Classes accelerated LEARNING The LTEL classes help students reach reclassification. Resiliency LTEL Framework Curricular Novels Materials

Connects to careers Thematic units Connects language Incorporates AVID-like Resiliency LTEL Framework Habits of Mind and college unify components to content study skills Domain Core Content SCRIBE ¡ Skills ¡ College Skill ¡ Career Skill ¡ Theme ¡ Achievement Attitudes ¡ Connections ¡ Emphasis ¡ Determined Hierarchy Social Studies Listening Self- Career Skillful Scholars ¡ Organization ¡ Management ¡ Exploration ¡ Focused Biodiversity/ Science Speaking Interdependence Thoughtful Math Writing Problem-Solving Culturally Learn from Respectful Synthesis ¡ Team Player ¡ Reading ¡ English Competent ¡ Criticism ¡ Data around the Language Arts Tolerant classroom Career and Grateful Commerce Technical Decision- Rational Thinkers ¡ Analysis ¡ Persistence ¡ Education Making ¡ Hardworking Growth & Conflict ¡ Arts Tenacious ¡ Informed Cooperative Investigation ¡ Research ¡ Job Market ¡ Learners ¡ Humorous Responsible Building Real-life Networking ¡ Resume ¡ Communities of Optimistic Applications ¡ Learners ¡ Effective Public Writing Handout 1 Interview ¡ Communicators Speaking ¡ Letters ¡ Eager to Learn ¡

LTEL Classes accelerated LEARNING Skills learned in the LTEL class are brought INTO content classes. Text FROM content classes is used in the LTEL class. The LTEL class is connected to and supports content classes.

Into and From 7 th Grade Science

Vocabulary: • Maintain • Organism (not the same as organized!) • Grow/ growth • Life-live- lives-living

Text Structure • One sentence summarizes this entire text. • That sentence creates the organization for the paragraphs that follow.

Comparative Language • Also are • Similar to • Much like • The same is true for

Prefixes • Non- • Re- • Multi- • Extra- • Pre- • Homeo-

Compound Words • Lifetime • Freshwater Non- examples Ø Butterfly Ø Offspring Ø Circuit- breaker Ø Disease- causing

Use of 2 nd Person • Most informational text is written in 3 rd person and uses passive voice. • This text addresses the reader directly in order to create meaning.

7 th grade CA ELD Standards Part I 6. Reading/viewing closely a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support. c. Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meaning, including figurative and connotative meanings, of unknown and multiple- meaning words on a variety of new topics. 8. Analyzing language choices Explain how phrasing, different words with similar meaning (e.g., refined-respectful- polite-diplomatic ), or figurative language (e.g., The wind whispered through the night ) produce shades of meaning, nuances, and different effects on the audience. Part II 1. Understanding text structure Apply understanding of the organizational structure of different text types (e.g.,how narratives are organized by an event sequence that unfolds naturally versus how arguments are organized around reasons and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives. 2. Understanding cohesion b. Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., for instance, in addition, consequently ) to comprehending texts and writing texts with increasing cohesion. 3. Using verbs and verb phrases Use a variety of verbs in different tenses (e.g., present, past, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., the present perfect to describe previously made claims or conclusions) on a variety of topics.

Applying Conversation Skills Applying Conversation Skills “Teachers need to appr apprentice students entice students in how to converse and use academic use academic  discourse in ways that discourse build and deepen build and deepen literacy literacy and content content understanding understanding. ” -Common Core Standards in Diverse Classrooms

LTEL Classes accelerated LEARNING Constructive Conversations • 2015-16 • Create, Clarify, Fortify, Negotiate skills • Visual text • Oral output • Jeff Zwiers, Stanford • 2016-17 • Complex text • Multiple texts sources • Written output • Susan O’Hara, UC Davis & Bob Pritchard, Sacramento State • Compliments site initiatives: • SBAC • Kagan, interaction • Technology (NewsELA, Achieve 3000, A-Z Reading, Accelerated Reader, etc.)

Progress Towards 4 Year Graduation Resource: My Data Only 38.9% of ELs are On-Track to graduate in 4 years, compared to 72.2% of RFEP students .

Three Year LTEL Rates -6% We are headed in the right direction. However, our goal is to eliminate LTELs, so we have a lot of work ahead of us.

MMED • 90 Secondary Title III Coaches, split between MS & HS • Coaches support ELD classes • Fellowships • Professional Development • ELD Standards • High Point • LTEL Course Basics • Online Resources – MMED website